This class presents strategies that enable a teacher to integrate computers into their educational environment to enhance their capabilities and productivity. Topics covered include multi-media, telecommunications, and classroom management.

This course will focus on concepts of educational psychology with an emphasis on learning theories. Topics relating to diversity, including special needs students, and the impact of culture within the classroom’s learning and teaching environment plays a central part in the curriculum.

In this course the student will examine the various categories of exceptionality (gifted, mentally retarded, learning disabled, visual/ hearing/health impaired, physically disabled, and emotionally disturbed) by analyzing each category utilizing the following format: History, definition, prevalence, causes, characteristics, assessment, intervention, curriculum implications, mainstreaming, and future considerations. In-class learning activities will be supplemented by having the student participate in a laboratory experience that involves a 20-hour field placement in a special education setting. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

This course will focus on the history, purpose, role and scope of education in the U.S. Topics will include curriculum development, state and national standards, current trends in education and professional development. A field observation at the elementary and secondary levels will focus primarily on the role of the teacher, parents, and student, and purpose of education.

This course is an introduction to curriculum planning and practice. An overview of curriculum development, unit planning with an emphasis on lesson planning is the focus. How lesson design affects classroom management, how to meet state and national curriculum and practice standards, and how to integrate instructional technology in lesson and unit development are topics. Secondary education candidates will focus on reading/writing across the curriculum; elementary education candidates will focus on content curriculum. Students will participate in a practicum experience (45 hours arranged with the instructor, school, and candidate) which will provide an opportunity to obtain classroom experience in curriculum and planning. Graduate credit requirements are described in the course syllabus

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.Prerequisite: Level I Admission to Teacher EducationCo-Requisite: EDUC 376Course Fee: $25.00

This experiential course will assist the candidate in developing competencies in the integration of instructional technology into education and in developing skills to create an electronic portfolio. Graduate credit requirements are described in the course syllabus.

This course may be repeated for up to 3 creditsIf this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.Prerequisite: CIS 320

This course is taken by candidates in conjunction with their “methods and reading methods” of the program. Candidates will be placed in field experiences with the express purpose of practicing the methodology of teaching in various areas in a classroom setting. Graduate credit requirements are described in the course syllabus.

This course may be repeated for up to 3 creditsIf this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.Prerequisite: Level I Admission to Teacher EducationCo-requisite: EDUC 334

This course is designed to provide candidates the foundation in assessment measures used in the K-12 classrooms that aid education decision-making. Fundamental assessment and evaluation topics include validity, reliability, item construction, test interpretation, norm-referenced, criterion-referenced and alternative methods of assessment. HPE Majors/Minors will substitute HPE 376 for this course. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.Prerequisite: Level I Admission to Teacher Education, MATH general education requirements for Teacher Education majorCo-requisite: EDUC 300

This course is designed to provide teacher education candidates with an understanding of reading, writing, and critical thinking processes, knowledge of the skills a teacher may use to help K-12 student deal more effectively with specific content materials, and implementation of those skills in the elementary, middle and secondary school setting. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.Prerequisites: Level I Admission to Teacher Education, EDUC 300 and EDUC 376

This is a supervised student teaching experience in a Student Teacher Candidate’s major and minor fields in an accredited secondary school. Experiences will include typical responsibilities of a first year teacher. Seminars will be held on campus. This course provides theory based practice at a secondary level for Student Teacher Candidates seeking Montana 5-12 teacher certification.

This course is designed to assist candidates in their final preparations prior to their student teaching practicum. Polishing of professional skills, development of a portfolio, exploration of personal teaching styles, and discussions of field practicum experiences are the focus of this course. This intensive practicum focuses on application of theory and practice, assessment, the integration of technology in instruction, and teaching for diversity in the classroom.

Prerequisites: Level I Admission to Teacher Education, completion of all methods courses with a C or betterCourse Fee: $25.00

This course is a survey of the various civilizations of the world from their ancient origins to 1500. European, Asian, American and African societies will be examined, compared and contrasted at the various stages of their development throughout this period. The course deals with the encounters and interactions among the various civilizations, and examines the political, social, economic, cultural, ideological and technological developments that have shaped the world.

This course is a survey of the various world civilizations from 1500 to the present. The civilizations of Europe, Asia, America and Africa will be examined, compared and contrasted at the various stages of their development throughout this period. The course deals with the encounters and interactions among the various civilizations, and examines the political, social, economic, cultural, ideological and technological developments that have shaped the civilizations of the world.

A study of the major political, social, cultural, and economic developments that have contributed to the formation of Montana and to Montana’s place within the region, the nation, and the world, from prehistoric times to the present.

This course is an introduction to the basic and new concepts of health. Topics included will be nutrition, physical fitness, stress management, substance abuse, HIV/AIDS, safety and risk management, as well as wellness components of emotional, physical, social, intellectual, and spiritual health. This course is required for all pre-education majors to fulfill OPI certification requirements, and is a program requirement for Health Promotion majors and minors. It is also appropriate for pre-nursing majors and those interested in taking a proactive approach to their lives and health.

Introduction to one of several Native American languages, concentrating on simple conversations and the relationship of language to culture. The particular language to be studied will vary depending on availability of instruction. Taught by Native speakers, two semesters of NASL 120 (six semester credits) will fulfill the Department of Humanities and Social Sciences language requirement.

Introduction to Spanish, emphasizing conversational ability but paying appropriate attention to reading comprehension and correct written expression. Extensive use of spoken Spanish in the classroom, small group practice sessions, and individual conferences with the instructor.

Human development is the study of how and why people change over time, as well as how and why they remain the same. Thus, this course will provide an overview of what is empirically known about all the periods of life from conception to death of our physical vehicles. We shall examine what is known scientifically about physical, cognitive, and psychosocial development in humans. We shall examine how changes in each one of these major areas impacts change in each of the other two. The relative importance of nature and nurture will be examined for each of the various life stages. The issues of native temperament and physical appearance will be given special emphasis as these areas impact psychosocial and cognitive development. A considerable amount of time will be devoted to what is known about methods of effective/ineffective, successful/unsuccessful parenting. Finally, we shall look at the physical, cognitive, and psychosocial aspects of our final years of life.

Study of the American federal republic and political system. Focuses on the constitutional structure, limits and operation of the federal government, protection of individual rights, federal-state relations, political processes, and dynamic changes in the government system over time.

Introduction to such modern political ideologies as Classical Liberalism, Democratic and Totalitarian Socialism, Conservatism, Fascist Totalitarianism, and Environmentalism. Focuses on the nature of ideological thinking, the logic and internal structures of various ideologies, and their effects in practice.

PSCI 260 Introduction to State and Local Government(Old Course: POL 201)

3 semester credits

Introductory study of state and local government, including constitutions, legislatures, supreme courts, governors’ administrative agencies in their historic and contemporary settings. County and city governments are included in the scope of this course.

Emphasizes argumentation and research writing. Students will write at least six essays and a significant research paper including a thorough bibliography. Students will be introduced to library research methods, the avoidance of plagiarism, and formal documentation.